Web-Based Drawing for Students with Different Learning Styles and Cognitive Abilities

Within the field of programming, using code to draw can be difficult for many students. Image-text conversion for web-based drawing involves a number of mental activities. This study took as its research sample 35 and 30 university students enrolled in an image-text conversion course to complete topic 1-2 and topic 3 respectively. A pretest and posttest determined their learning style (verbal or visual), basic programming ability, and cognitive abilities (including logical reasoning, figural flexibility, and spatial perception – orientation and measurement). Semi-structured interviews and statistical analyses were used to examine their learning effectiveness. With time restrictions, students with different learning styles displayed significant differences. Students with different cognitive abilities also presented significant differences for different topics. K-means clustering of their creative approaches divided the students into six clusters based on the originality, aesthetic sophistication, and level of interaction displayed in their work. Success in learning web-based drawing was influenced by learning style, cognitive ability, and sense of aesthetics